LO 2022

Graphic Organizer
Meta-Level Reflection
 Graphic Organizer - Meta Level Reflection (Beginning Level)

MLR.1: CONSCIOUS PLANNING MLR.2: THOUGHTFUL LEARNING MLR.3: REFLECTING FOR FUTURE IMPROVEMENT

My interest and my learning goal

Sequence of thinking Reflection

My plan

Feedback
Action plan

Information and skills that I need

 Graphic Organizer - Meta Level Reflection (Transition Level)

MLR.1: CONSCIOUS PLANNING MLR.2: THOUGHTFUL LEARNING MLR.3: REFLECTING FOR FUTURE IMPROVEMENT

My interests and Thinking skills I utilize

How I utilize tools to organize my thinking
my learning goals My goals

How I utilize feedback to achieve my goals efficiently

Knowledge and skills that I need to achieve the goal
Areas for improvement and action plan

Procedure to achieve the goal

 Graphic Organizer - Meta Level Reflection (Developing Level)

MLR.1: CONSCIOUS PLANNING MLR.2: THOUGHTFUL LEARNING MLR.3: REFLECTING FOR FUTURE IMPROVEMENT

Goal Thinking skills Tools utilization

Criteria Interest: Sustainability: Learning Goal:

Feedback and follow up Celebration, areas for improvement, and

action plan

Skills needed to reach the goal

 Graphic Organizer - Meta Level Reflection (Expert Level)

MLR.1: CONSCIOUS PLANNING MLR.2: THOUGHTFUL LEARNING MLR.3: REFLECTING FOR FUTURE IMPROVE

Thoughtful plans: Thinking skills I used and how I utilized them skillfully (Checktools
ET rubric)
How I utilized and strategies skillfully
Measurement Criteria
and transferred my learning to achieve my
Purposeful interest: plan

Vision for sustainable future:

Learning goals:

Why my plan is justifiable Adaptive strategies (Strategies needed to reach the plan that can be adjusted based on conditions and needs, based on my interdisciplinary knowledg
How I make sure my thinking process
Rooms for improvement and action plan
is efficients, effective, and productive
to follow up
Expert Thinking
 Graphic Organizer - Expert Thinking (Beginning Level)

ET.1: SYSTEMS THINKING ET.2: ANALYTICAL THINKING

ET.3: CRITICAL THINKING Compare and contrast

Sources of information and why I chose them

Parts and whole and how they work together

Category Object 1 Object 2

How they are arranged

Patterns I found from the comparison

Questions to identify possible errors

Relationships between things

Conclusion
 Graphic Organizer - Expert Thinking (Transition Level)

ET.1: SYSTEMS THINKING ET.2: ANALYTICAL THINKING ET.3: CRITICAL THINKING

Big picture of a system (Elements, relationships of the elements, and how they are structured) Comparison of information
Compare and contrast

Category and
Object 1 Object 2 Object 3

Source Source 2 Source 3

sub-categories

Patterns, trends, and relationships I found from the analysis

Questions to identify possible errors in information, proce
Reasons why the sources were chosen

The impact of change in one element for other elements or the whole system

Generalization
 Graphic Organizer - Expert Thinking (Developing Level)

ET.1: SYSTEMS THINKING ET.2: ANALYTICAL THINKING ET.3: CRITICAL THINKING

Comparison of information
Compare
Big picture of a system (Elements, relationships ofand
the contrast
elements, and how they are interconnected)

Category Item 1 Item 2 Item 3 Values Limitations

Source 1

Source 2

Source 3

Conclusion of reliability
Implications

Patterns, trends, relationships, and interconnectedness I found from the analysis

How the structure of the system influences behavior of its elements and how a change in one element impacts other elements
Questions or the
to evaluate whole systemof
reasonableness (include explanatio
information and
on how this may induce problems)

Generalization (Address any counter claims)

 Graphic Organizer - Expert Thinking (Expert Level)

ET.1: SYSTEMS THINKING ET.2: ANALYTICAL THINKING ET.3: CRITICAL THINKING

Evaluation of
Mental Model to represent the big picture (structure, interconnectedness of elements, dynamic cause-effect relationships in information
the system)
Compare and contrast

Perspective 1: Criteria information/ information information

idea 1 / idea 2 / idea 3
Classification Item 1 Item 2 Item 3
System

Reasons for the criteria

Perspective 2:

Classification Item 1 Item 2 Item 3

System
My understanding of the system’s structure

Pattern of behavior within the system (based on the underlying structure of the system)

Insight from analysis

Possible errors in the system

Valid arguments/hypotheses/conclusions/generalizations/ solutions (with reasoning & evidence, addressing counterclaims an

Creativity & Innovation
 Graphic Organizer - Creativity and Innovation (Beginning Level)
CI.1: NOVELTY C1.2: RISK TAKING

C1.3: BENEFICIAL CONTRIBUTIONS

Existing ideas What do the users need? How can my idea solve problems around me?

How can I improve the function?

How can I be persistent with my ideas? What technology and materials do I use?

My ideas
 Graphic Organizer - Creativity and Innovation (Transition Level)

CI.1: NOVELTY C1.2: RISK TAKING C1.3: BENEFICIAL CONTRIBUTIONS

Combination of ideas and investigation of the How I empathize with the user’s needs How my idea efficiently solve problems
surroundings related to sustainability

Baseline ideas Investigation result of what the

surrounding needs

How I can be persistent and not afraid of making mistakes.

What technology and/or materials do I

need?
My ideas
 Graphic Organizer - Creativity and Innovation (Developing Level)

CI.1: NOVELTY C1.2: RISK TAKING C1.3: BENEFICIAL CONTRIBUTIONS

Transforming ideas How I empathize with the user’s needs How my idea contributes to a sustainable future
(include consideration of criticism as input)
Baseline ideas How I can transform
the idea

How I can be persistent (include arguments to defend my ideas)

What tools or technology do I need?

 Graphic Organizer - Creativity and Innovation (Expert Level)
C1.3: BENEFICIAL CONTRIBUTIONS
C1.2: RISK TAKING
CI.1: NOVELTY

Arguments to defend my out-of-the-box idea How my idea systematically contributes to a su

Synthesizing ideas

Multiple baseline Cross-disciplinary My synthesized Idea

ideas knowledge & insights from
investigation

How I empathize with the needs of the users

(include criticism that can be used as input)

Possible risks when applying the idea and how to minimize the risks
Technology and materials utilized
Adaptability and Agility
 Graphic Organizer - Adaptability and Agility (Beginning Level)

AA.1: AGILE MINDSET AA.2: VERSATILITY

The change or new situation How to apply the knowledge/ skills/ values (explain how it would match the situati

Knowledge/ skills/ values to help me face or anticipate the change/ new situation
 Graphic Organizer - Adaptability and Agility (Transition Level)

AA.1: AGILE MINDSET AA.2: VERSATILITY

The change or new situation How I integrate essential understanding from multiple subjects to deal with the sit

Knowledge/ skills/ values to help me face or anticipate the change/ new situation
 Graphic Organizer - Adaptability and Agility (Developing Level)

AA.1: AGILE MINDSET AA.2: VERSATILITY

The change or new situation Multiple and varied knowledge, skills, and values, including from opposing approa

How I show positive attitude and open-mindedness when facing or anticipating the change or the new situation

How I transfer and integrate learned knowledge/ skills/ values to help me face or anticipate the change/ new situation

Innovative and efficient solutions that match the needs of the situation
 Graphic Organizer - Adaptability and Agility (Expert Level)

AA.1: AGILE MINDSET AA.2: VERSATILITY

The change or new situation Contextually relevant multidisciplinary knowledge, skills, and values

How I transfer and synthesize learned knowledge/ skills/ values to help me face or anticipate the change/ new situation
Knowledge/ skills/ values

My synthesis

Innovative and efficient solutions that match the current and anticipated challeng

Knowledge/ skills/ values

Knowledge/ skills/ values

Audience-Centered
Communication
 Graphic Organizer - Audience-Centered Communication (Beginning Level)

ACC.1: ACTIVE LISTENING ACC.2: EFFECTIVE SPEAKING ACC.3: STRATEGIC READING ACC.4: IMPACTFUL WRITING

Information I get My ideas in sequence My reading goals

1. My writing purpose (e.g., informing,
reflecting, retelling, maintaining a
relationship)

2.

Reading materials that fit my reading goals

3. My writing strategies

Reading strategies and graphic organizers that I use

Main idea and supporting details

(note for teachers: the actual
My questions writing can be done on a separate
piece of paper)
Graphic Organizer - Audience-Centered Communication (Beginning Level)
The message I get from reading
 Graphic Organizer - Audience-Centered Communication (Transition Level)

ACC.1: ACTIVE LISTENING ACC.2: EFFECTIVE SPEAKING ACC.3: STRATEGIC READING ACC.4: IMPACTFUL WRITING

My interpretation of the Mybackground

My audience’s background (e.g., educational reading goals
or (based
belief) on learning objectives and my needs to see multiple persp
information that I got My writing purpose, related to may
learning objectives and interest (e.g.,
informing, persuading, reflecting,
retelling, maintaining a relationship)

Reading materials that fit my reading goals

How will my writing purpose affect my

My ideas in sequence (appropriate to the audience’s background) writing
1.

Reading strategies and graphic organizers that I use

2. (Note: please use graphic organizers appropriate to the reading strategies)
My writing strategies

My questions (to confirm or clarify

understanding) 3.

Main idea and supporting details -

My reading response (Note: this can be done on a separate graphic organizer)
while considering the audience’s
background(Note: the actual writing
can be done on a separate piece of
paper)
 Graphic Organizer - Audience-Centered Communication (Developing Level)

ACC.1: ACTIVE LISTENING ACC.2: EFFECTIVE SPEAKING ACC.3: STRATEGIC READING ACC.4: IMPACTFUL WRITING

Summary of the information Mybackground

My audience’s background (e.g., educational reading goals
or and plans (consider looking
belief) Myfor resources
writing of other
purpose, disciplines)
related to may
learning objectives and interest (e.g.,
informing, persuading, collaborating,
instructing)

Reading materials that fit my reading goals

How I will produce an engaging way of

My key messages or essential ideas (appropriate to the audience’s background) writing based on my purpose
1.

Reading strategies and graphic organizers that I use

(Note: please utilize additional graphic organizers appropriate to the strategies)
My questions (to clarify, 2.
My writing strategies
evaluate, or check understanding
to decide on personal stance)

3.

Main idea and supporting details -

My elaborate reading response (Note: this can be done on
including a separate
multiple graphic organize
perspectives
(Note: the actual writing can be done
on a separate piece of paper)
 Graphic Organizer - Audience-Centered Communication (Expert Level)

ACC.1: ACTIVE LISTENING ACC.2: EFFECTIVE SPEAKING ACC.3: STRATEGIC READING ACC.4: IMPACTFUL WRITING

My understanding of the Mybackground,

My audience’s background (e.g., educational reading goals and plans
belief, (i.e., to corroborate
or roles) or to challenge
My writing purposes, information)
(e.g., informing,
information persuading, collaborating, instructing)

Reading materials that fit my reading goals

How I will produce a powerful piece of

My key messages or essential ideas (appropriate to the audience’s background) writing while still acentuating my
1. personal writing style

Reading strategies and graphic organizers that I use

(Note: please utilize additional graphic organizers appropriate to the strategies)
2. My writing strategies
My questions (to evaluate
information from various
perspectives, free from bias)

3.

Main idea and supporting details -

My sophisticated reading response (Note: thisincluding
can be done
my on a separate
strong graphic organ
perspectives
(Note: the actual writing can be done
on a separate piece of paper)
Synergistic Collaboration
 Graphic Organizer - Synergistic Collaboration (Beginning Level)

SC.1: INDIVIDUAL ACCOUNTABILITY SC.2: GROUP COHESIVENESS ACC.3: CRITICAL OPINION ACC.4: VIRTUAL COLLABORATION

Role How to show that I care about my teammates

My teammates’ opinions The function of the digital tools we
use

Role description
How I apply netiquettes

How I use the digital tools

How to be responsible
 Graphic Organizer - Synergistic Collaboration (Transition Level)

SC.1: INDIVIDUAL ACCOUNTABILITY SC.2: GROUP COHESIVENESS ACC.3: CRITICAL OPINION ACC.4: VIRTUAL COLLABORATION

Group goals How to show that I care about my teammates’ working progress The benefits
My teammates’ opinions and my critical response to it of using digital tools that
my team utilizes

Role description
How I apply netiquettes

How I initiate actions related to

How I will contribute so the collaborations using the digital tools
My own opinions
team can reach the goals
efficiently
 Graphic Organizer - Synergistic Collaboration (Developing Level)

SC.1: INDIVIDUAL ACCOUNTABILITY ACC.4: VIRTUAL COLLABORATION

SC.2: GROUP COHESIVENESS ACC.3: CRITICAL OPINION
Group goals
The distinction of the digital tools
How to show that I care about my teammates’ performance
My teammates’ opinions and my critical response
that mytoteam
it (along with
utilizes thehow
and reason)
it will
help reach the group’s goal

Expectation for my role

How I apply netiquettes during virtual

collaboration

How I initiate actions related to

How I will contribute so the My suggestions collaborations using the digital tools
How the current state of whole team’s performance will affect the group goal
team can reach the goals within the school community
effectively and efficiently

.
 Graphic Organizer - Synergistic Collaboration (Expert Level)

SC.1: INDIVIDUAL ACCOUNTABILITY ACC.4: VIRTUAL COLLABORATION

SC.2: GROUP COHESIVENESS ACC.3: CRITICAL OPINION
Group goals
The limitation of the digital tools that
How each teammate is a valuable asset to the
My team
teammates’ opinions and how I tactfully
myrespond to it and how I can
team utilizes
bridge the limitation

Expectation for my role

How I apply netiquettes to deal with

the technology’s limitation

My elaborate constructive suggestions How I take an active role as a global

How I will contribute so the team How I can acknowledge my teammates’ work and motivate each other. citizen to initiate global
can reach the goals effectively, collaborations using digital tools
efficiently, productively, and even
to surpass the goal

.
Empathetic Social Skills
 Graphic Organizer - Empathetic Social Skills (Beginning Level)

ESS.1: TAKING CHARGE OF PERSONAL ESS.2: HEALTHY RELATIONSHIPS ESS.3: ADAPTIVE SOCIAL PROBLEM
SAFETY SOLVING

Safety rules How everyone is different The problem and its cause

What to do when I meet suspicious people

My feeling right now

Signs of healthy friendship Signs of unhealthy friendship

How to use technology safely

How I can solve the problem
 Graphic Organizer - Empathetic Social Skills (Transition Level)

ESS.1: TAKING CHARGE OF PERSONAL ESS.2: HEALTHY RELATIONSHIPS ESS.3: ADAPTIVE SOCIAL PROBLEM
SAFETY SOLVING

Safety plans

How everyone is different (in terms of opinions)

Signs of healthy friendship Signs of unhealthy friendship My feeling right now

My views on a social problem (how it is changeable, how difficult it is, what can be done to solve it)
How to use technology safely/ to maintain positive relationships

The problem and possible solutions (include a description

How to empathize with or comfort a friend who is involved in a social conflict
 Graphic Organizer - Empathetic Social Skills (Developing Level)

ESS.1: TAKING CHARGE OF PERSONAL ESS.2: HEALTHY RELATIONSHIPS ESS.3: ADAPTIVE SOCIAL PROBLEM
SAFETY SOLVING

Risk assessment (What risks an action/ circumstance/

Different
relationship
perspectives
possesses)
from others
My views on a social problem (how it is solvable)

My feelings right now and a mindfulness strategy to ma

Safety plans (To prepare for an unfavorable situation)

Problem statement (Use I statement, e.g., I am upset

How to maintain healthy relationships

Possible solutions (Weighs pros and cons for each solut

My rights and responsibilities as a digital citizen/ How to apply legal and ethical practices in a global community

Solutions Pros Cons

Strategies to prevent the problem from recurring

 Graphic Organizer - Empathetic Social Skills (Expert Level)

ESS.1: TAKING CHARGE OF PERSONAL ESS.2: HEALTHY RELATIONSHIPS ESS.3: ADAPTIVE SOCIAL PROBLEM
SAFETY SOLVING

Risk assessment (What risks an action/ place/ circumstance/

How to show
relationship
empathypossesses)
when people have different perspectives
My views on a social problem (how it is related to the op

My feelings right now and a mindfulness strategy to ma

Plans to mitigate the risks (when unexpected problems occur)

Problem statement (Use I statement, e.g., I am upset

How to cultivate the culture of respecting differences in he global community

Possible solutions (Weighs pros and cons for each solut

My rights and responsibilities as a digital citizen/ How to advocate legal and ethical practices in a global community to ensure everyone’s safety)

Solutions Pros Cons

Strategies to prevent the problem from recurring by ide

Ethical Leadership
 Graphic Organizer - Ethical Leadership (Beginning Level)

EL.3: DEVELOPING SELF AND OTHERS WITH A GROWTH

EL.1: SOUND DECISION MAKING EL.2: PERSONAL INTEGRITY
MINDSET

How to be truthful I will improve myself by …

Comparison of objects/ experiences

Option 1: Option 2:

How to respect others

Which option is better? (Team members’ opinions)

I will help improve others by …

How to be responsible

Final option (Solution)

 Graphic Organizer -Ethical Leadership (Transition Level)

EL.3: DEVELOPING SELF AND OTHERS WITH A GROWTH

EL.1: SOUND DECISION MAKING EL.2: PERSONAL INTEGRITY
MINDSET

How to be trustworthy What I will do to improve myself so my team can achieve

Comparison of data

Data 1: Data 2:

Generalization

How to be accountable for personal actiones

Team member’s opinions What I will do to improve my team members so my team

What to do when making a mistake

Final option (Solution)

 Graphic Organizer - Ethical Leadership (Developing Level)

EL.3: DEVELOPING SELF AND OTHERS WITH A GROWTH

EL.1: SOUND DECISION MAKING EL.2: PERSONAL INTEGRITY
MINDSET

How to uphold all core values while fulfilling the teams’ set
What
of agreed
I will do
responsibilities
to improve myself so my team can achieve
Comparison of data

Data 1: Data 2: Data 3

How to be ethical
Generalization

What I will do to inspire my team members to improve th

Team member’s opinions and consideration How to demonstrate flexibility in different contexts
of surrounding factors

Final option (Solution)

How to deal with wrongdoings
 Graphic Organizer - Ethical Leadership (Expert Level)

EL.3: DEVELOPING SELF AND OTHERS WITH A GROWTH

EL.1: SOUND DECISION MAKING EL.2: PERSONAL INTEGRITY
MINDSET

How I show my high self esteem What I will do to empower myself so my team can achieve
Comparison of data

Data 1: Data 2: Data 3

How to behave by conscience (with consideration of ethical values in community/ environment)

Systematic, valid, and well-supported Generalization

What I will do maximize my potentials to mobilize self an

Evaluation of the solutions from different

perspectives (also consider the team member’s
opinions)

How to deal with wrongdoings to create a harmony

Final decision